Knowing History in Schools : powerful knowledge and the powers of knowledge / edited by Arthur Chapman.

Format:

Book

Contributor:

Chapman, Arthur, editor.

Language:

English

Subjects (All):

Knowledge, Theory of.

Physical Description:

1 online resource (xviii, 267 pages)

Other Title:

Knowing History in Schools

Place of Publication:

London : UCL Press, 2021.

Summary:

Knowing History in Schools explores how we can best understand knowledge-building in history education and aims to navigate the challenges that knowledge-building processes pose for learning history in schools.

Contents:

1 Introduction: Historical Knowing and the 'Knowledge Turn'

2 How Helpful is the Theory of Powerful Knowledge for History Educators?

3 Inferentialism in History Education: Locating the 'Power' and the 'Knowledge' by Thinking About what it is for a Concept to have Meaning in the First Place

4 Powerful Knowledge Building and Conceptual Change Research: Learning from Research on 'Historical Accounts' in England and Cyprus

5 Disciplinary Knowledge Denied?

6 The Power of Knowledge: The Impact on History Teachers of Sustained Subject-Rich Professional Development

7 Two Concepts of Power: Knowledge (Re)production in English History Education Discourse

8 Powerful Knowledge for What? History Education and 45-Degree Discourse

9 Ka Mura, Ka Muri [Look to the Past to Inform the Future]: Disciplinary History, Cultural Responsiveness and Māori Perspectives of the Past

10 The Stories We Tell Ourselves: History Teaching, Powerful Knowledge and the Importance of Context

11 Powerful Knowledge or the Powers of Knowledge: A Dialogue with History Educators.

Notes:

Description based on publisher supplied metadata and other sources.